motahare akbarimoqadam kakhki

In recent years, the migration flow of Afghans to Iran has become more intense, therefore, the number of immigrant children were born in Iran has increased. It seems this group needs opportunities and experiences that can lead to mental health and May their talents flourish. On the other hand, the developmental assets framework seeks to provide more attention to the positive developmental resources that youth need for successful growth, and internal developmental assets identify specific social emotional strengths that are necessary for success in life.With the aim of identifying the lived experience of Afghan students with emphasis on internal developmental assets and the descriptive phenomenological method, 20 female Afghan secondary school students living in Mashhad and its outskirts were subjected to a semi-structured interview using the snowball method. Each interview was about It lasted for 30 minutes. The findings indicate 4 main themes of internal developmental assets, including positive identity, social abilities, adherence to moral values, and in search of learning. The overall findings suggest that Afghan female student immigrants possess appropriate internal assets. School attendance,, adherence to societal moral values, motivation for progress, and efforts to create a better future are evident traits among Afghan girls today.

This study aimed to investigate the mediating role of agentic engagement in the relationship between Academic Enthusiasm and commitment to the university. The present study was a descriptive correlational study. The population data contained all male and female students of 15 faculties of the University of Tehran in the academic year 1399-1400. Among them, 650 students were selected by the available sampling method. The research instruments were the Factor Involvement Questionnaire (AE) Rio (2013), Student Achievement Questionnaire (SES Gonius and Cozo (2015)) and Pascarla and Transzini (SAI) Questionnaire of Academic and Social Cohesion (1980).. SPSS-21 software was used for Descriptive statistics analysis and Amos-22 software was used for structural equation modeling. The results showed that there are significant positive relationships between the variables of cognitive enthusiasm, factor involvement, and commitment to the university (P <0.01). Cognitive enthusiasm has a direct and significant effect on students agentic engagement (β = 0.66, P <0.001), and agentic engagement has a positive and significant effect on student's commitment to the university (β = 0.22, P <0.001). Therefore, it is suggested that for increasing the academic engagement of students in the higher education system, the status of students' commitment and academic enthusiasm to universities should be considered.